In both Taiwan and the Netherlands, the need to address net-zero through education is pressing. However, educational approaches to teaching energy policy within the context of net-zero goal differ between these countries. In this context, the research proposed in this project is not only timely but essential. By integrating the Go-Lab platform and AISI into a study on energy policy and scientific argumentation, this project directly contributes to understanding how different educational strategies can prepare students to engage with these critical global challenges. The comparative analysis between Taiwanese and Dutch students will provide valuable insights into the cultural and educational factors that influence scientific argumentation, particularly in the context of energy policy under net-zero emission. These findings will be instrumental in shaping future educational initiatives and policies that align with global net-zero and energy goals. This research visit aims to achieve three main objectives. First, we will integrate the strengths of both the UT based Go-Lab platform and the Taiwanese AISI platform to develop specialized educational materials focused on energy issues within the context of net-zero carbon emissions. By leveraging Go-Labs collaborative learning framework and AISIs personalized feedback capabilities, we will create a robust, interdisciplinary curriculum that addresses the complex challenges of net-zero goals. Second, we plan to implement a pilot study of these educational materials in both Taiwan and the Netherlands. During the research visit, the Taiwanese team will assess the implementation of these materials in Dutch classrooms, while also conducting technical meetings with the Go-Lab research and development team. Conversely, the Dutch team will conduct similar visits to Taiwan, ensuring a thorough understanding of how these materials are received in different educational contexts. Finally, this collaborative exchange will foster the development of research talent skilled in artificial intelligence, learning sciences, and science education. Both teams will establish strong research partnerships, with the potential to jointly publish findings on net-zero carbon and AI education, and to explore future international collaboration opportunities.

The project aims to integrate the benefits of non-formal education into formal education to enhance the development of key employability skills among university students. By combining methodologies and insights from two EU-funded projects focused on talent development and youth employability, this initiative will strengthen crucial skills such as collaboration, AI literacy, critical thinking, effective communication, problem-solving, and ethical reasoning. Led by Rotterdam School of Management, Erasmus University, in collaboration with Wageningen University and the University of Twente, the project will develop a hybrid curriculum with game-based learning modules, workshops, and micro-credentials.

In engineering education, fostering students ability to regulate their learning is essential for tackling complex sociotechnical challenges. Challenge-Based Learning (CBL) engages students with real-world problems, requiring innovative and interdisciplinary approaches. Research shows students vary in their ability to regulate learning and collaborate, especially on ill-defined problems. Common difficulties include managing meta-cognitive (planning, monitoring, reflection) and emotional processes (dealing with frustration). Teachers, crucial as coaches, often lack time and resources for tailored support. This research explores using AI, social agent, named CLARA, to enhance socially shared-regulated learning (SSRL) by providing real-time, adaptive support for metacognitive and emotional regulation in group projects.

Virtual Reality (VR) is increasingly applied in higher education. VR immerses users in virtual environments to present realistic learning experiences. However, the application and effectiveness of VR on learning remain unclear. In this project, we explore how the feeling of really being (presence) in the simulation contributes to learning; We also investigate to what extent it matters if VR applications do not perfectly match real working environments (surface and structure (dis)similarity); Finally, we examine how repeated use of VR contributes to learning. This research provides directions concerning how we learn how, and why VR can improve learning outcomes.

Citizens are increasingly confronted with decisions made about them by AI-systems in, e.g., healthcare and government services. Often without the AI-system being able to explain that decision. The DECIDE project wants to change this. Scientists from various disciplines, such as computer science, philosophy, ethics, psychology, law, public administration and business sciences together with citizens, are developing a new generation of more transparent and democratic AI systems. This gives citizens more control over decisions affecting their lives. We also develop new AI-systems as intelligence-enhancing-technology for use by citizens. This will ensure that AI contributes to a fair transformation of society.